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Courage . Confidence . Faith . Service
Enquiries - School Office 01843 834431

School Development Plan

Ursuline College

School Development Plan

2017-18

Vision:

 

As a Catholic School following the tradition of Ursuline education we seek the highest standards for all our students.

 

In an atmosphere of mutual respect, trust and care we work together in the spirit of the Gospel to serve the local community and the Diocese. Through encouragement, responsibility and self-discipline we enable each individual to grow spiritually and intellectually in order to make a unique and positive contribution to society.

 

Values:

 

Confidence: to become self-assured and able to recognise and avail of opportunities.

Courage: to stand up for what is right and to be an advocate for the less privileged.

Faith: to build successful relationships through trust in others and to know that with God we can do great things.

Service: to be a servant leader, serving God and each other.

 

Strategic Aims:

 

1. Teaching & Learning

An outstanding provision of Teaching and Learning to establish a culture of high expectations, attainment and achievement for all students of all abilities through a tailored curriculum.

2. Vulnerable Groups

3. Partnership

4. Achievement, Progress and Attainment

5. Catholic Ethos

 

Focused Vision 1 – Teaching and Learning

Key People:

Stephen Adamson

Camilla Crampton

Key Stage Leaders

Curriculum Leaders

Teachers

TA’s

 

Lead Governor:

Mrs Kulasinghe

 

Task

Success Criteria

Teaching on a daily basis in all lessons will be consistently good to outstanding in its quality. Lessons will be varied and students will have the opportunity to learn through a variety of different methods. Progress will be evidenced.

Lesson observation records show that 85% of the teaching in the school is graded good to outstanding. The school needs to see a link between the teaching in lessons and exam outcomes. Students should be on target to meet exam predictions.

 

Students’ assessed work evidences learning through different methods.

 

Students speak confidently about their learning in their lessons.

 

 

The school will adopt a culture of high achievement for all students. This will be evident by all teachers having high aspirations and expectations of the students, regardless of ability. All lessons will challenge students to help develop their knowledge and understanding. 

 

There is evidence from lesson observations and planning records that teachers have planned their lessons so that the learning is challenging and engaging for all students.  A range of resources and teaching styles also supports the lessons. 

 

Teachers will be using the student’s targets and school’s performance targets to raise the level of student aspiration and school performance. This will result in teachers meeting or exceeding their targets for their exam classes.

 

Extra exam focused support in subject areas to raise the level of aspiration in the subject. 

 

Maintain the increase in applications to our school sixth form and to higher education post 16.

 

The school will re-model its curriculum design and introduce a 3 year key stage 4. This will entail pupils choosing their options in year 8 and beginning GCSE courses in year 9.

Staff, students and parents understand the rationale behind the change via effective communication. Students successfully embark upon GCSE courses in year 9. Outcomes show an improvement in due course.

Regular marking and assessment of student’s work will take place.  The teacher will provide detailed written and verbal feedback that the student will use to raise their attainment.  Marking assessment and feedback will follow the guidance from the marking and assessment and feedback policy.   

 

Evidence in students’ books / folders of assessment and feedback showing progress.

Each pupil will have a homework book in years 7+8.

 

Students are able to talk confidently about their learning, their subject targets and their progress in the subject.

 

Students will have regular homework linked to their learning in the classroom.

 

Homework is set in line with the homework timetable.

 

All homework should be visible on Show My Homework / Student planners.

 

Homework set consolidates the learning in the classroom and there is evidence of students making progress in their learning.

 

 

Teachers will have the opportunity to attend CPD events internally and externally. 

 

Internal CPD will see work with their fellow colleagues from outside their subject area focusing on different aspects of teaching and learning.  The aim of this is to raise the quality of teaching and learning and sharing good practice.  

Content of T&L twilight sessions adopted into the delivery of lessons resulting in an increase in the quality of teaching.

 

Quads supporting their fellow colleagues in raising the standard of teaching and learning. 

 

 

For teachers to have an opportunity to work with fellow colleagues in the sharing of good practice, reviewing current practice and supporting each other improve the quality of their teaching.

 

Review

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Focused Vision 2 – Vulnerable Groups

Key People:

Stephen Adamson

Camilla Crampton

Key Stage Leaders

Curriculum Leaders

Teachers

TA’s

 

Lead Governor:

Mrs Kulasinghe

 

Task

Success Criteria

Increase attainment for those students identified as being vulnerable in year 11 and maintain the progress of those in Year 13.

Increase in exam performance of those students identified as vulnerable. Middle and lower PAG groups in year 11 to have a Progress 8 measure of at least 0.0 at GCSE.

Lower prior attainment groups post 16 to have an APS in line with national comparative data.

 

 

Suitable curriculum provision to meet the needs of these students, while also meeting the needs of the school.

To raise the level of attainment for all pupil premium students.

Progress of pupil premium students is increased.  The data from each collection reflects this. This specific group to be monitored by lead professional and to have a Progress 8 score of 0.0 at GCSE.

 

At KS3, 4 and 5 there is evidence of monitoring and tracking for this group.

 

Subject intervention is put in place to support the raising of attainment for these students.

 

To ensure that SEN students have the correct curriculum provision to support their needs and that their progress in monitored.

SEN students have a suitable programme of study.

 

SEN data is used to track the progress of students.

 

Suitable provision is made in the classroom to support learning needs.

 

Students in care are tracked and monitored both academically and pastorally. Suitable intervention is put into place as required.

These students make expected or better progress.

 

Targeted support is in place to meet their needs

Close working relations with parents, carers and external agencies working with vulnerable students.

Positive feedback from parents, carers and external agencies.

Outcomes from meetings with these individuals.

Staff who work with vulnerable students are aware of who they are and their needs.  These staff will have appropriate training to help support these students both academically and pastorally.  Where required lessons are adapted to meet the needs of these vulnerable students.

 

Report on the impact of interventions given to SLT and governors.

 

CPD records.  Content of training is evident in the practice of staff.

 

Increase in the standard of teaching and learning.

 

Increase in student attainment. SEN students to meet their academic targets as identified by FFT data.

Review

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Focused Vision 3 - Partnership

Key People:

Lead:

Stephen Adamson

Camilla Crampton

Key Stage Leaders

Curriculum Leaders

Class teachers

TA’s

All support staff

 

Lead Governor:

Mrs Kulasinghe

 

Task

Success Criteria

Improved communication links between school and home and vice versa.

Increased forms of communication used to inform parents. The school will maintain its termly newsletter; it will use its website to inform parents; texts will be used to disseminate information where appropriate; homework records available to parents on “Show my Homework” software. The school holds information evenings for years 11, 10 and 7 in the first term.

 

Positive feedback from parents about the school and its communication.

 

To increase parent events at the school and increase the attendance at such events.

 

To hold a number of events throughout the academic year that parents are invited to attend. Non attendees will be followed up

 

Number of parents in attendance

 

Feedback from the events that parents attend.

 

Head teacher to establish firm connexions with Catholic feeder school and develop stronger links between the local parishes and the school.

 

Meetings with feeder schools and local parishes.

 

The local parish communities promote the school as a feeder school for their local Catholic children.

 

An increase in the number of Catholic children attending the school in Year 7.

To work with feeder primary school children and parents so Ursuline College is seen at their preferred choice of secondary school.   

An increase in number of applications made to the school for Year 7 admission.

 

An increase in the number of families putting Ursuline college as the first choice of secondary school.

 

The school introduces Year 5 “experience days” for its feeder primary schools.

To work in partnership with KCSP and other secondary schools in the trust to share successful practice. 

To raise standards in the school and meet targets set by KCSP. Monitoring visits from KCSP will track these.

 

To explore further any joint initiatives within the partnership which could benefit the school e.g. the executive head teacher role.

 

Review

 

 

 

 

 

 

 

 

 

 

Focused Vision 4 - Achievement, Progress and Attainment

Key Stage 3

Key People: Caroline Dobson, Nicky Court, Zoe Billings, Billy Cochrane, pastoral team

 

Task

Success Criteria

To monitor the effectiveness of the new KS3 assessment structure.

All staff to enter data confidently using the new system based on formative assessments. Data entered on SIMS 6 times per year.

Track and monitor the progress of vulnerable groups using new assessment information data

Report given to SLT and governors on the progress of those groups and interventions put in place where necessary.

Introduce additional parents information meeting for new year 7 parents to ensure smooth transition arrangements in place

Meeting is scheduled for Autumn term. Over 80% of parents attend this meeting. Follow up for those not attending .CATS data shared with parents and support strategies outlined.

Put in place and monitor success of new pastoral team including teaching staff and support staff.

Reduced number of pastoral incidents due to better monitoring as evidenced by SIMS report. Report given to SLT and governors.

Tracking of most able students in KS3

Through lesson observation and homework monitoring ensure stretch is in place.

Homework: to ensure homework is regularly set in KS3 and this is monitored by departments.

Pupils receive regular homework as evidenced by “Show My Homework” and planners.

Internal Exams: pupils complete demanding and challenging exams in a formal setting and the results are analysed and shared.

Subjects report back to SLT with an analysis of results

SLT quality assure exam papers.

Reports: The school will develop a meaningful reporting system to keep parents informed of progress in each year group.

 

 

 

Review

 

 

 

 

 

 

 

 

 

Focused Vision 4 - Achievement, Progress and Attainment

Key Stage 4

Key People: Emily Johnson, Alex Gale, SLT, Curriculum Leaders

 

Task

Success Criteria

Monitor and track the academic progress of KS4 students

The overall GCSE pass rate is good with Attainment 8 being 4.25; Progress 8 being +0.1; English and Maths threshold at 55%; Ebacc score between 10-15%

Work with lead professional to ensure progress of vulnerable groups is monitored

Outcomes for vulnerable groups in line with target grades and progress 8 measure is close to 0.0

Ensure students gain Maths & English threshold by joint planning with Curriculum Leader for Maths

English & Maths threshold outcome is at least 55%

Monitor underperforming subjects at GCSE especially Science, Technology, MFL, Business Studies, Humanities

Through regular analysis of data ensue departments are on track to meet their targets for GCSE pass rates.

Monitor students outcomes in Ebacc subjects

The school to meet is Ebacc target of between 10-15%

Organise and oversee the implementation of the Friday intervention sessions on each week.

Attendance at sessions is high at over 90%; departments contribute data to central spreadsheet.

Ensure students receive pastoral support as appropriate

Appoint a pastoral manager for the key stage

Review

 

 

 

 

 

 

 

 

 

 

 

 

Focused Vision 4 - Achievement, Progress and Attainment

Key Stage 5

Key People: Stephen Adamson, Jaimie Paysen, SLT, 6th Form tutors

 

Task

Success Criteria

Raising Attainment at KS5

Improve A*-E pass rate at A2

 

Improve A*-E from 95% to 98%

Through careful monitoring of departmental professional predictions the school ensures students on track to pass at A” in line with their expected grade targets.

Ensure the school reaches A*-B pass rate identified by ALPS

Pass rate exceeds 20%

The school identifies its more able cohort and monitors their progress towards the higher grades at A level and intervenes where appropriate

Ensure the school reaches A*-C pass rate identified by ALPS

Pass rate exceeds 62%

Departments to monitor progress of students predicted these grades in ALPS

Retention

 

Improve % of students entering 6th form from Year 11

Improve on the 2016 figure of 35% to at least 45%

The school informs Year 11 pupils of choices through assemblies

A successful 6th form Open evening is planned and delivered

A 6th form “taster” day for year 11 is organised

Year 11 students receive an individual interview

The school actively recruits applicants from outside the school

Ensure retention between Year 12 & 13 improves

90% of students are retained form year 12 to 13.

 

 

Review

 

 

 

 

 

 

 

Focused Vision 5 - Catholic Ethos

Key People:

Stephen Adamson

Camilla Crampton

Key Stage Leaders

Curriculum Leaders

Class teachers

RE staff

All support staff

 

Lead Governor:

Sr Colette

 

Task

Success Criteria

Students will be actively involved in the Catholic Life of the school, i.e. weekly liturgies, charity events and school choir.

 

Students are visibly involved in the Catholic life of the school.

 

Increased opportunities for collective worship throughout the academic year.

 

Students understand of what it means to attend a Catholic and Ursuline school and they have an understanding of the school’s ethos. 

Students can talk confidently about being part of a Catholic school.

 

There are visible sign and symbols around the school highlighting that we are a Catholic school.

 

Signs and symbols clearly placed in various locations around the school.

 

SERVIAM demonstrated in many forms by staff and students.  A SERVIAM group is established in the school.

 

Number of students recognised for SERVIAM at the termly tea parties.

 

The charitable works of the SERVIAM group.

SLT and RE staff to work collaboratively to ensure that all we have covered all aspects required for a Section 48 inspection.  The work that they do will be overseen by regularly monitoring visits by governors from the Ethos committee. 

 

All of the relevant staff and governors are aware of Section 48 criteria and are sourcing evidence in advance of an inspection.

 

Progress outlined in the Section 48 plan

 

Review